Video Modelling

Video modelling involves showing the child or young person a video of a model, whether that is themselves or another person, performing a skill.

The child or young person is then asked to perform the steps shown in the video. Such methods have been effective in the teaching of conversation skills, vocational skills, play and daily living skills. Research would suggest that video modelling results in faster acquisition and generalisation of the skills (Domire et al., 2014; Laarhoven et al., 2009).

Self-modelling allows the individual to watch themselves successfully completing the task, which can encourage greater engagement and serve to boost the confidence of the individual with autism. The recording can be made using either prompt cards or verbal prompting and then edited to remove these.

Other models such as peers or siblings can create videos to instruct their friend, brother or sister on vocational skills, social skills or daily living skills. These videos have the advantage of requiring less time to create as the models usually are competent in the chosen skill and so less editing is needed. (Laarhoven et al., 2009).

Further reading

Refer to: Myles, B.S., Trautman, M.L. and Schelvan, R.L., (2004). The hidden curriculum: Practical solutions for understanding unstated rules in social situations. AAPC Publishing.

For examples click on the links below:

Video prompting

Video prompting like video modelling can be used to teach a range of different skills for example, cooking, purchasing items in a shop, crossing a road, using public transport and vocational skills (Chan et al., 2013).

Steps involved

  1. Using an electronic device such as a tablet, the child or young person is shown a short video.
  2. They are given time to complete the step outlined in the video.
  3. Then they view the video for the next step.
  4. This process continues until they have completed the desired task.

It is thought that video prompting is perhaps more effective than video modelling as the child or young person does not have to remember all the steps covered in the video before completing them independently.

Advantages of video modelling or prompting

  • Encourages the individual to be more independent as they can watch the video clip and complete the step/ task with little or no assistance from an adult.
  • Maintains consistency in teaching of routines.
  • The video model/prompt system is the same each time the individual watches it and does not vary in its language or images. This reduces the anxiety and optimises the learning of the child/young person with autism.
  • Many children and young people with autism find visual media motivating. (Brady et al., 2016)
  • Helps the young person to generalise the skills learnt as they can follow the same routine in another setting. It is particularly useful if the videos can be viewed using a portable device which the child or young person can take with them.

Points to remember

  • Carlile et al., (2013) suggest that the use of an iPod touch is more socially acceptable for older children and teenagers than a paper schedule or task analysis.

Read previous: ← The Hidden Curriculum